In this lesson, you will: Use the Pythagorean Theorem to derive the Distance Formula. Apply the Distance Formula on the coordinate plane.

Transcription

1 A Let s Trip Move! to the Moon Using Translating Tables and to Represent Equivalent Constructing Ratios Line Segments..2 LEARNING GOALS KEY TERMS KEY TERM CONSTRUCTIONS In this lesson, you will: Pythagorean triple ratio Write Apply ratios Pythagorean as part-to-part triples and part-towhole to solve relationships. problems. transformation Represent Determine ratios the distance using models. rigid motion Distance Formula Use between models two to points. determine equivalent ratios. translation pre-image image arc copying a line segment duplicating a line segment Use the Pythagorean Theorem to derive the Distance Formula. Apply the Distance Formula on the coordinate plane. Translate person a who line segment weighs 00 pounds on Earth would weigh only about 40 pounds on on the coordinate plane. A the planet Mercury and about 9 pounds on Venus. In fact, there are only three Copy or duplicate a line planets segment in our by construction. solar system where a 00-pound person would weigh more than 00 pounds: Jupiter, Saturn, and Neptune. On Saturn, a 00-pound person would weigh about 06 pounds, on Neptune, about 3 pounds, and on Jupiter, about 236 pounds! On Pluto which is no longer considered a planet a 00-pound person would Aweigh re less you than better 7 pounds. at geometry or algebra? Many students have a preference for one subject or the other; however, geometry and algebra are very closely related. But what if a 00-pound person could stand on the surface of the Sun? If that were While there are some branches of geometry that do not use much algebra, analytic possible, then that person would weigh over 2700 pounds! More than a ton! What geometry applies methods of algebra to geometric questions. Analytic geometry is causes these differences in weight? also known as the study of geometry using a coordinate system. So anytime you are performing geometric calculations and it involves a coordinate system, you are studying analytic geometry. Be sure to thank Descartes and his discovery of the coordinate plane for this! What might be the pros and cons of analytic geometry compared to other branches of geometry? Does knowing about analytic geometry change how you feel about your own abilities in geometry or algebra? 7.2 Translating and Constructing Line Segments 7

2 Problem Students review Pythagorean triples and investigate ways to generate different triples. Students apply Pythagorean triples to solve a problem. Grouping Have students discuss the paragraph above Question. Then have students complete Question with a partner and share their responses as a class. Guiding Questions for Share Phase, Question Which of the given side lengths is the measure of the hypotenuse of the triangle? Which side lengths are the legs? What similarities can you see among the side length values that form a right triangle? PROBLEM Triple Play The Pythagorean Theorem states that for right triangles, the square of the hypotenuse length equals the sum of the squares of the leg lengths. In a right triangle with a hypotenuse length c and leg lengths a and b, a 2 b 2 5 c 2. The Converse of the Pythagorean Theorem states that if the lengths of the sides of a triangle satisfy the equation a 2 b 2 5 c 2, then the triangle is a right triangle.. Determine whether the triangle with the given side lengths is a right triangle. a. 9, 2, This is a right triangle. b. 24, 45, This is a right triangle. c. 25, 6, fi 625 This is not a right triangle because 337 is not equal to 625. d. 8, 8, fi 2 The triangle is not a right triangle because 28 is not equal to 2. Think about which measures represent legs of the right triangle and which measure represents the hypotenuse. 8 Chapter Tools of Geometry

3 Grouping Have students complete Questions 2 through 5 with a partner. Then have students share their responses as a class. Guiding Questions for Share Phase, Questions 2 through 5 Can you add a value to each side length to form another set of Pythagorean triples? Can you subtract a value from each side length to form another set of Pythagorean triples? Are values that form Pythagorean triples proportional? Explain. What other ways can you determine that three values form a Pythagorean triple without substituting the values into the equation a 2 b 2 5 c 2? You may have noticed that each of the right triangles in Question had side lengths that were integers. Any set of three positive integers a, b, and c that satisfies the equation a 2 b 2 5 c 2 is a Pythagorean triple. For example, the integers 3, 4, and 5 form a Pythagorean triple because Complete the table to identify more Pythagorean triples. Pythagorean triple a b c Check: a 2 b 2 5 c Multiply by Multiply by Multiply by Determine a new Pythagorean triple not used in Question 2, and complete the table. Pythagorean triple a b c Check: a 2 b 2 5 c Multiply by Multiply by Multiply by Answers will vary. 4. Record other Pythagorean triples that your classmates determined. Other Pythagorean triples could include 7, 24, 25: 20, 2, 29; or 9, 40, 4. What if I multiplied 3, 4, and 5 each by a decimal like 2.2? Would those side lengths form a right triangle?.2 Translating and Constructing Line Segments 9

4 5. The size of a television is identified by the diagonal measurement of its screen. A television has a 50-inch screen and a height of 30 inches. What is the length of the base of the television screen? 50 inches The length of the base of the television screen is 40 inches. I used Pythagorean triples to answer the question. I determined that a triangle is the result of multiplying each of the side lengths of a triangle by Chapter Tools of Geometry

5 Problem 2 The locations of friends houses are described using street names in a neighborhood laid out on a square grid. Students will determine the location of each on the coordinate plane and calculate distances between locations using either subtraction (for vertical or horizontal distances) or the Pythagorean Theorem (for diagonal distances). Grouping Have students complete Questions through 0 with a partner. Then have students share their responses as a class. Guiding Questions for Share Phase, Questions through 0 What are the coordinates of Don s house? What are the coordinates of Freda s house? What are the coordinates of Bert s house? Whose houses are horizontally aligned? Whose houses are vertically aligned? Whose houses are diagonally aligned? What expression is used to represent the distance between Don s house and Bert s house? What expression is used to represent the distance between Bert s house and Freda s house? PROBLEM 2 Where Do You Live? Don, Freda, and Bert live in a town where the streets are laid out in a grid system.. Don lives 3 blocks east of Descartes Avenue and 5 blocks north of Elm Street. Freda lives 7 blocks east of Descartes Avenue and 2 blocks north of Elm Street. Plot points to show the locations of Don s house and Freda s house on the coordinate plane. Label each location with the student s name and the coordinates of the point y Descartes Ave. Bernoulli Ave. Agnesi Ave. Don (3, 5) Bert (3, 2) Fermat Ave. Euclid Ave. Elm St What expression is used to represent the distance between Freda s house to Bert s house and the distance from Bert s house to Don s house? If Freda walks to Don s house, is she walking a horizontal, vertical, or diagonal distance? Do the distances between Freda s house, Bert s house, and Don s house form a right triangle? How do you know? The distance between which two houses is represented by the hypotenuse? Kepler Ave. Hamilton Ave. (7, 2) Euler Ave. Freda Gauss Ave. Leibniz Ave. a. Name the intersection of streets that Don lives on. Laplace Ave. W N S E Chestnut St. Birch St. Mulberry St. Oak St. Catalpa St. Cherry St. Maple St. Pine St. Don lives at the intersection of Euclid Avenue and Oak Street. b. Name the intersection of streets that Freda lives on. Freda lives at the intersection of Euler Avenue and Maple Street. 2. Bert lives at the intersection of the avenue that Don lives on, and the street that Freda lives on. Plot and label the location of Bert s house on the coordinate plane. Describe the location of Bert s house with respect to Descartes Avenue and Elm Street. Bert lives 3 blocks east of Descartes Avenue and 2 blocks north of Elm Street. 3. How do the x- and y-coordinates of Bert s house compare to the x- and y-coordinates of Don s house and Freda s house? The x-coordinate of Bert s house is the same as the x-coordinate of Don s house. The y-coordinate of Bert s house is the same as the y-coordinate of Freda s house. x.2 Translating and Constructing Line Segments 2

6 4. Use Don s and Bert s house coordinates to write and simplify an expression that represents the distance between their houses. Explain what this means in terms of the problem situation Don lives 3 blocks north of Bert. 5. Use Bert s and Freda s house coordinates to write and simplify an expression that represents the distance between their houses. Explain what this means in terms of the problem situation Freda lives 4 blocks east of Bert. 6. All three friends are planning to meet at Don s house to hang out. Freda walks to Bert s house, and then Freda and Bert walk together to Don s house. a. Use the coordinates to write and simplify an expression that represents the total distance from Freda s house to Bert s house to Don s house. (7 2 3) (5 2 2) b. How far, in blocks, does Freda walk altogether? Freda walks 7 blocks. 7. Draw the direct path from Don s house to Freda s house on the coordinate plane. If Freda walks to Don s house on this path, how far, in blocks, does she walk? Explain how you determined your answer. Let d be the direct distance between Don s house and Freda s house. d d d d 5 5 Freda walks 5 blocks to reach Don s house. I used the Pythagorean Theorem to determine this distance. What shape do you see? How can that help you determine the distance of the direct path? 22 Chapter Tools of Geometry

7 8. Complete the summary of the steps that you took to determine the direct distance between Freda s house and Don s house. Let d be the direct distance between Don s house and Freda s house. Distance between Distance between Direct distance between Bert s house and Don s house and Don s house and Freda s house Bert s house Freda s house 2 ( ) 2 ( ) 5 d d d d d Suppose Freda s, Bert s, and Don s houses were at different locations but oriented in a similar manner. You can generalize their locations by using x, x 2, y, and y 2 and still solve for the distances between their houses using variables. Let point F represent Freda s house, point B represent Bert s house, and point D represent Don s house. y D (x 2, y 2 ) F (x, y ) B (x 2, y ) 9. Use the graph to write an expression for each distance. a. Don s house to Bert s house (DB) x Sure, they can live in different locations, but the points must still form a right triangle in order for us to generalize this, right? DB 5 y 2 2 y b. Bert s house to Freda s house (BF) BF 5 x 2 2 x.2 Translating and Constructing Line Segments 23

8 0. Use the Pythagorean Theorem to determine the distance from Don s house to Freda s house (DF). DF 2 5 BF 2 DB 2 DF 2 5 (x 2 2 x ) 2 (y 2 2 y ) 2 DF 5 (x 2 2 x ) 2 (y 2 2 y ) 2 You used the Pythagorean Theorem to calculate the distance between two points on the coordinate plane. Your method can be written as the Distance Formula. The Distance Formula states that if (x, y ) and (x 2, y 2 ) are two points on the coordinate plane, then the distance d between (x, y ) and (x 2, y 2 ) is d 5 (x 2 2 x ) 2 (y 2 2 y ) 2. y (x 2, y 2 ) The absolute value symbols are used to indicate that the distance is always positive. y 2 y (x, y ) x 2 x (x 2, y ) x. Do you think that it matters which point you identify as (x, y ) and which point you identify as (x 2, y 2 ) when you use the Distance Formula? Use an example to justify your answer. No. Once I square the differences, the values are the same so the order does not matter. For example, (3 2 5) 2 5 (22) and (5 2 3) Chapter Tools of Geometry

9 Grouping Have students complete Questions 2 through 4 with a partner. Then have students share their responses as a class. Guiding Questions for Share Phase, Questions 2 through 4 The value of the square root of 29 is between what two whole numbers? Is the square root of 29 closer to 5 or closer to 6? The value of the square root of 208 is between what two whole numbers? Is the square root of 208 closer to 4 or closer to 5? The value of the square root of 65 is between what two whole numbers? Is the square root of 65 closer to 8 or closer to 9? How is Question 3 similar to Question 2 part (a)? How would you describe this translation? In Question 4, will more than one value satisfy the Distance Formula? Why do two different values satisfy the Distance Formula? Note Encourage students to approximate the value of a square root without using a calculator by first identifying what two whole numbers are closest to the value of the square root, then estimating 2. Calculate the distance between each pair of points. Round your answer to the nearest tenth if necessary. Show all your work. a. (, 2) and (3, 7) b. (26, 4) and (2, 28) x 5, y 5 2, x 2 5 3, y x 5 26, y 5 4, x 2 5 2, y d 5 (3 2 ) 2 (7 2 2) 2 d 5 [2 2 (26)] 2 (28 2 4) (22) The distance is about 5.4 units. The distance is about 4.4 units. c. (25, 2) and (26, 0) d. (2, 23) and (25, 22) x 5 25, y 5 2, x , y x 5 2, y 5 23, x , y d 5 [26 2 (25)] 2 (0 2 2) 2 d 5 [2 2 (25)] 2 [23 2 (22)] 2 5 (2) [4 2 (2) 2 ] The distance is about 8. units. The distance is about 4. units. which whole number the square root is closer to by choosing a value for the tenth position. Also, students often overlook the possibility of a second solution when working with square roots. You may need to mention a possible negative and positive solution in Question 4..2 Translating and Constructing Line Segments 25

10 ?3. Carlos and Mandy just completed Question 2 parts (a) through (c). Now, they need to calculate the distance between the points (24, 2) and (22, 7). They notice the similarity between this problem and part (a). Mandy d 5 (24222) 2 (227) 2 d 5 (22) 2 (25) 2 d d 5 29 d 5.4 Carlos (24, 2) (22, 7) y (, 2) (3, 7) x (, 2) (24, 2) The point moved 5 units to the left (3, 7) (22, 7) The point moved 5 units to the left Since both points moved 5 units to the left, this did not alter the distance between the points, so the distance between points (24, 2) and (22, 7) is approximately 5.4. Who used correct reasoning? Both Mandy and Carlos used correct reasoning. Mandy s work shows an algebraic solution whereas Carlos s work shows geometric reasoning. 4. The distance between (x, 2) and (0, 6) is 5 units. Use the Distance Formula to determine the value of x. Show all your work. x 5 x, y 5 2, x 2 5 0, y 2 5 6, d 5 5 d 5 (x 2 2 x ) 2 (y 2 2 y ) (0 2 x) 2 (6 2 2) x ( 2x 2 6 ) x x 2 23, 3 5 x The value of x can be 23 or Chapter Tools of Geometry

11 Problem 3 The locations of friends houses are used to form a line segment on a coordinate plane. The terms transformation, rigid motion, translation, image, and pre-image are introduced. Students will translate a line segment into all four quadrants of the graph and determine the location of each on the coordinate plane. They notice patterns used when writing the coordinates of the images and pre-image and conclude that translating a line segment does not alter the length of the line segment. Translations preserve the length of a line segment. PROBLEM 3 Translating a Line Segment. Pedro s house is located at (6, 0). Graph this location on the coordinate plane and label the point P. See coordinate plane. 2. Jethro s house is located at (2, 3). Graph this location on the coordinate plane and label the point J. See coordinate plane. 3. Draw a line segment connecting the two houses to create line segment PJ. J P0 24 J0 P y J J90 P 8 2 P90 6 x Grouping Have students complete Questions through 4 with a partner. Then have students share their responses as a class. Guiding Questions for Share Phase, Questions through 4 Are Pedro s and Jethro s house positioned in a vertical or horizontal distance from each other? How would you best describe the slope of the line segment formed by connecting Pedro s and Jethro s house? The value of the square root of 65 is closest to what whole number? Is the the square root of 65 closer to 8 or closer to 9? Which coordinates of the endpoints are the same if the line segment is described as vertical? Which coordinates of the endpoints are the same if the line segment is described as horizontal? Determine the length of line segment PJ. x 5 6; y 5 0; x 2 5 2; y d 5 (x 2 2 x ) 2 (y 2 2 y ) 2 5 (2 2 6) 2 (3 2 0) 2 5 (24) 2 (27) The length of PJ is about 8. units. Length is the same as distance on the coordinate plane!.2 Translating and Constructing Line Segments 27

12 Grouping Have students complete Questions 5 through 2 with a partner. Then have students share their responses as a class. Guiding Questions for Share Phase, Questions 5 through 2 If the location of Pedro s and Jethro s houses is translated to the left, is that considered a negative or positive direction? Why? If the location of Pedro s and Jethro s houses is translated down, is that considered a negative or positive direction? Why? If the location of Pedro s and Jethro s houses is translated to the right, is that considered a negative or positive direction? Why? If the location of Pedro s and Jethro s houses is translated up, is that considered a negative or positive direction? Why? It can be said that through translations line segment PJ maps onto itself, what does this mean? A transformation is the mapping, or movement, of all the points of a figure in a plane according to a common operation. A rigid motion is a transformation of points in space. A translation is a rigid motion that slides each point of a figure the same distance and direction. Sliding a figure left or right is a horizontal translation, and sliding it up or down is a vertical translation. The original figure is called the pre-image. The new figure created from the translation is called the image. 5. Line segment PJ is horizontally translated 0 units to the left. a. Graph the image of pre-image PJ. Label the new points P9 and J9. See graph. b. Identify the coordinates of P9 and J9. The coordinates of P9 are (24, 0), and the coordinates of J9 are (28, 3). c. Use the Distance Formula to calculate the length of segment P9J9. The length of segment P9J9 is approximately 8. units. d 5 ( x 2 2 x ) 2 ( y 2 2 y ) 2 5 (3 2 0) 2 (28 2 (24)) 2 5 (27) 2 (24) d. Compare the length of segment P9J9 with the length of segment PJ and describe what effect the translation had on the length of the segment. Segment P9J9 is congruent to segment PJ. The translation did not change the length of the segment. 6. Line segment P9J9 is vertically translated 4 units down. a. Graph the image of pre-image P9J9. Label the new points P99 and J99. See graph. b. Identify the coordinates of P99 and J99. The coordinates of P99 are (24, 24), and the coordinates of J99 are (28, 2). A line, or even a point, can be considered a figure. 28 Chapter Tools of Geometry

13 c. Use the Distance Formula to calculate the length of segment P99J99. The length of segment P99J99 is approximately 8. units. d 5 ( x 2 2 x ) 2 ( y 2 2 y ) 2 5 (2 2 (24)) 2 (28 2 (24)) 2 5 (27) 2 (24) d. Compare the length of segment P99J99 with the length of segment P9J9 and describe what effect the translation had on the length of the segment. Segment P99J99 is congruent to segment P9J9. The translation did not change the length of the segment. 7. Line segment P99J99 is horizontally translated 0 units to the right. a. Without graphing, predict the coordinates of P999 and J999. The coordinates of P999 will be (6, 24) and J999 will be (2, 2). b. Graph the image of pre-image P99J99. Label the new points P999 and J999. See graph. c. Use the Distance Formula to calculate the length of segment P999J999. The length of segment P999J999 is approximately 8. units. d 5 ( x 2 2 x ) 2 ( y 2 2 y ) 2 5 (2 2 6) 2 (2 2 (24)) 2 5 (24) 2 (27) The prime symbol, like on P9 or P 0, indicates that this point is related to the original point P. P9 is read as P prime and P 0 is read as P double prime. d. Compare the length of segment P999J999 with the length of segment P99J99 and describe what effect the translation had on the length of the segment. Segment P999J999 is congruent to segment P99J99. The translation did not change the length of the segment..2 Translating and Constructing Line Segments 29

14 8. Describe the translation necessary on P999J999 so that it returns to the location of PJ. To return the line segment to the original location, I need to perform a vertical translation 4 units up. 9. How do the lengths of the images compare to the lengths of the pre-images? The lengths of the images and the pre-images are the same. They are each approximately 8. units long. I used the Distance Formula to verify that the segments are congruent. 0. Analyze the coordinates of the endpoints of each line segment. a. Identify the coordinates of each line segment in the table. Line Segments PJ P9J9 P99J99 P999J999 Coordinates of Endpoints (6, 0) (2, 3) (24, 0) (28, 3) (24, 24) (28, 2) (6, 24) (2, 2) b. Describe how a horizontal translation of h units changes the x- and y-coordinates of the endpoints. A horizontal translation of h units changes the x-coordinates of the endpoints, but the y-coordinates remain the same. The original coordinates of the endpoints (x, y) change to (x h, y). c. Describe how a vertical translation of k units changes the x- and y-coordinates of the endpoints. A vertical translation of k units changes the y-coordinate of both endpoints, but the x-coordinates remain the same. The original coordinates of the endpoints (x, y) change to (x, y k).. Describe a sequence of two translations that will result in the image and the pre-image being the same. The image and the pre-image will be the same if I translate up, down, left, or right and then translate in the opposite direction by the same number of units. 2. Describe a sequence of four translations that will result in the image and the pre-image being the same. Answers will vary. The image and the pre-image will be the same if I translate right by x units, down by y units, left by 2x units, and up by 2y units. 30 Chapter Tools of Geometry

15 Problem 4 Students are instructed how to use a compass to draw a circle. They will construct a circle using a given point as the center and a given line segment as the radius of the circle. They then construct other radii in the same circle and conclude that all radii of the same circle are of equal length. In the next activity, the term arc is defined. Given a line segment, students will construct an arc using the line segment as a radius and one endpoint as the center of the circle. They conclude that all of the points on the arc are the same distance to the center of the circle, and all of the line segments formed by connecting a point on the arc to the center point of the circle are the same length. Students use congruent circles to create a hexagon. Students are given two congruent circles and use construction tools to duplicate congruent radii. They will conclude radii of congruent circles are congruent. PROBLEM 4 Copying Line Segments In the previous problem, you translated line segments on the coordinate plane. The lengths of the line segments on the coordinate plane are measurable. In this problem, you will translate line segments when measuring is not possible. This basic geometric construction is called copying a line segment or duplicating a line segment. You will perform the construction using a compass and a straightedge. One method for copying a line segment is to use circles. But before you can get to that, let s review how to draw perfect circles with a compass. Remember that a compass is an instrument used to draw circles and arcs. A compass can have two legs connected at one end. One leg has a point, and the other holds a pencil. Some newer compasses may be different, but all of them are made to construct circles by placing a point firmly into the paper and then spinning the top of the compass around, with the pencil point just touching the paper.. Use your compass to construct a number of circles of different sizes. Take your time. It may take a while for you to be able to construct a clean, exact circle without doubled or smudged lines. Grouping Ask a student to read the definitions. Discuss the context and complete Question as a class. Have students complete Questions 2 and 3 with a partner. Then have students share their responses as a class..2 Translating and Constructing Line Segments 3

16 Guiding Questions for Share Phase, Questions 2 and 3 What is a radius? What do you know about all radii of the same circle? What do you know about all radii of congruent circles? How is a circle related to an arc of the circle? How many radii are used to create an arc? How many arcs are in a circle? How many points determine an arc? How is the center of the circle used to create an arc? How are radii used to create an arc? 2. Point C is the center of a circle and CD is a radius. a. Construct circle C. A C B F D E b. Draw and label points A, B, E, and F anywhere on the circle. c. Construct AC, BC, EC, and FC. d. Shawna makes the following statement about radii of a circle. Shawna Remember a circle is a set of all points in a plane that are the same distance from a given point called the center of the circle. A radius is a segment drawn from the center to a point on the circle. All radii are the same length, because all of the points of a circle are equidistant from the circle s center. Explain how Shawna knows that all radii are the same length? Does this mean the line segments you constructed are also radii? Shawna knows that the radii are the same length because the distance from the center to any point on the circle is the same distance. So, any segment drawn from the center to a point on the circle will have the same length. Yes. The other line segments are radii of the circle because they are line segments that extend from the center of the circle to an endpoint on the circle. An arc is a part of a circle. You can also think of an arc as the curve between two points on the circle. 3. Point C is the center of a circle and AC is the radius. a. Construct an arc of circle C. Make your arc about one-half inch long. Construct the arc so that it does not pass through point A. E B A b. Draw and label two points B and E on the arc and construct CE and CB. C c. What conclusion can you make about the constructed line segments? The constructed segments must have the same length as AC because every point on the arc is the same distance from C as A is. 32 Chapter Tools of Geometry

17 Grouping Have students complete Question 4 with a partner. Then have students share their responses as a class. Guiding Questions for Share Phase, Question 4 What does it mean to say to line segments are congruent? How could you show two line segments are congruent using a compass? How do you know when two line segments are congruent? What does it mean to say two arcs are congruent? How many arcs intersect at center point A? How many circles did it take to form the hexagon? What is a regular hexagon? How is a regular hexagon different from other hexagons? Is the hexagon formed a regular hexagon? How do you know? Recall that congruent line segments are line segments that have the same length. The radii of a circle are congruent line segments because any line segment drawn from the center to a point on the circle has the same length. 4. Construct a circle with the center A and a radius of about inch. a. Without changing the width of your compass, place the compass point on any point on the circle you constructed and then construct another circle. b. Draw a dot on a point where the two circles intersect. Place the compass point on that point of intersection of the two circles, and then construct another circle. c. Repeat this process until no new circles can be constructed. d. Connect the points of the circles intersections with each other. A e. Describe the figure formed by the line segments. The figure formed by the line segments is a hexagon..2 Translating and Constructing Line Segments 33

18 Grouping Have students complete Question 5 with a partner. Then have students share their responses as a class. Now let s use these circle-drawing skills to duplicate a line segment. 5. Circle A is congruent to Circle A9. A B A9 Students may need assistance in understanding the concept of congruent circles. They just learned that congruent line segments are determined by their lengths (distances) being the same. Have students discuss what must be the same for circles in order to be congruent. Then have students consider how the words congruent and congruence could be applied to other objects. a. Duplicate AB in Circle A9. Use point A9 as the center of the circle, then label the endpoint of the duplicated segment as point B9. See circle. b. Describe the location of point B9. Answers will vary. Point B9 could be located anywhere on the circle. C9 B9 Guiding Questions for Share Phase, Question 5 Is line segment AB considered a radius of circle A? Explain. How would you describe the location of point B on circle A? Did your classmates locate point B in the same place? Explain. What do all of the different locations of point B have in common? Is line segment A B considered a radius of circle A? Explain. c. If possible, construct a second line segment in Circle A9 that is a duplicate of AB. Label the duplicate segment A9C9. If it is not possible, explain why. See circle. It is possible to construct a second line segment that is a duplicate of AB. Are radii of congruent circles always congruent? Explain. How many radii can be drawn in one circle? 34 Chapter Tools of Geometry

19 Problem 5 Students are instructed how to duplicate a line segment by construction. Using a compass and a straightedge they will copy a line segment. Step by step procedures are given for students to use as a guide. PROBLEM 5 Another Method To duplicate a line segment, you don t have to draw a full circle. You can duplicate a line segment by constructing an exact copy of the original line segment. A B A B A B C C C D Construct a Starter Line Use a straightedge to construct a starter line longer than AB. Label point C on the line. Measure Length Set your compass at the length AB. Copy Length Place the compass at C. Mark point D on the new segment. Line segment CD is a duplicate of line segment AB..2 Translating and Constructing Line Segments 35

20 Grouping Have students complete the Questions through 4 with a partner. Then have students share their responses as a class.. Construct a line segment that is twice the length of AB. A B C Line segment A9C9 is twice the length of AB. Make sure to construct a starter line first. Guiding Questions for Share Phase, Questions through 4 What is a starter line? What is the purpose of a starter line? Why should every construction begin with a starter line? When it says to measure the length in Step 2, are you actually measuring the length? How is measuring the length in this construction different than measuring the length in other activities you have done? Could you easily construct a line segment that is three or four times the length of the given line segment? How would you do it? Did you duplicate the three line segments on the same starter line or did you use three different starter lines? Does it make a difference? Did Dave and Sandy use a starter line in their construction? What is the purpose of a starter line? Why should every construction begin with a starter line? 2. Duplicate each line segment using a compass and a straightedge. U V W X Y Z U V W X Y Z If center point A were connected to any other point located on circle A, would the newly formed line segment be congruent to line segment AB? Why or why not? Is there an advantage to using Dave s method of duplicated a line segment? Explain. Is there an advantage to using Sandy s method of duplicate? 36 Chapter Tools of Geometry

21 ?3. Dave and Sandy are duplicating AB. Their methods are shown. Dave A B A9 B Sandy A B A9 B Which method is correct? Explain your reasoning. Both methods are correct. Sandy and Dave are using the same method. The only difference is Dave used the compass to draw complete circles, whereas Sandy drew only the part of the circle, an arc, where it intersects the line segment. 4. Which method do you prefer? Why? Answers may vary. I prefer Sandy s method because I do not need to use the entire circle to duplicate a line segment..2 Translating and Constructing Line Segments 37

22 Talk the Talk In this lesson, students explored how line segments can be duplicated on a coordinate plane through translations, and how line segments can be duplicated by construction using construction tools. They also showed how vertically or horizontally translating a line segment resulted in preserving the length of the original segment. Students will state the similarities and differences of using the two methods to duplicate a line segment and conclude that segment lengths are preserved through translations. Grouping Have students complete the Questions through 4 with a partner. Then have students share their responses as a class. Talk the Talk. You translate a line segment vertically or horizontally. Is the length of the image the same as the length of the pre-image? Explain why or why not. Yes. Vertically or horizontally translating a line segment does not alter the length of the line segment. Because I am moving all points on the line segment the same distance and direction, the length is preserved. 2. If both endpoints of a line segment were not moved the same distance or direction, would the length of the line segment change? Would this still be considered a translation? Explain your reasoning. If both points on a line segment are not moved the same distance or direction, the length of the line segment would probably change. It would not be considered a translation because a translation slides each point of a figure the same distance and direction. 3. What can you conclude about the length of a line segment and the length of its translated image that results from moving points on a coordinate plane the same distance and the same direction? The length of the translated image of a line segment is congruent to the length of the pre-image line segment. 4. What can you conclude about the length of a line segment and the length of its translated image that results from construction? The length of the translated image of a line segment is congruent to the length of the pre-image line segment. Be prepared to share your solutions and methods. 38 Chapter Tools of Geometry